Integrative Activities for the Study-Abroad Setting

Raschio, Richard A.

doi:10.2307/3657819

Cited by 14 publications

(11 citation statements)

References 0 publications

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“…That has to be a decision arrived at by the in‐country conversation instructor or perhaps jointly decided along with the U.S. campus coordinator, but one that is based on the proficiency level and interests of the students as well as culturally relevant themes of the target culture. The findings of this study corroborate many found in the review of literature—Raschio (2001), assigning students to do interviews with native speakers in which they had to report, read, and analyze; Brecht and Ingold (2000), using the instructor as coach and interim manager; Ingram (2005), assigning students tasks to compare cultures; and Isabelli (2004), encouraging native speaker contacts for rich, naturalistic input.…”

Section: Conclusion/recommendationssupporting

confidence: 79%

“…Condition 4 represents integration of the tasks into the curriculum of the program, similar to Raschio's 2001 study, but making the interaction with the family a central expectation of the student's academic experience abroad. Changes were made in the procedures and implementation based on lessons learned from the three conditions described above, each of which left the family interaction to chance, and ultimately in some cases another missed opportunity.…”

Section: Conditions and Resultsmentioning

confidence: 99%

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Exploring Conditions to Enhance Student/Host Family Interaction Abroad

Knight

Schmidt-Rinehart

2010

Foreign Language Annals

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This study investigates the role of task‐based learning in the study abroad experience in order to enhance interaction with the host family. Tasks were incorporated into a Family Interaction Journal and implemented under four evolving, though different, conditions over a 5‐year period. The conditions were: (1) home campus administered/student participated voluntarily; (2) home campus administered/student participated for voluntary credit; (3) abroad program administered/student participated voluntarily; and (4) abroad program administered/student participated for credit in conversation class. In each condition students were assigned to task/no‐task groups. Although there were no statistically significant differences on questionnaire answers for the two groups, the qualitative data consistently showed greater understanding of the family, increased language and cultural learning, and increased interaction for the task group.

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Section: Conclusion/recommendationssupporting

confidence: 79%

Section: Conditions and Resultsmentioning

confidence: 99%

Exploring Conditions to Enhance Student/Host Family Interaction Abroad

Knight

Schmidt-Rinehart

2010

Foreign Language Annals

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“…How do we help students reach this ultimate level of communication? In a recent article, Raschio (2001) gave culturally specific questions for students to ask their host families and projects for them to do as one program sought ways to increase interaction with "culture bearers." These data-gathering tasks were the first steps in a program they designed to arrive at deeper understanding of the host culture.…”

Section: Resultsmentioning

confidence: 99%

The Homestay Component of Study Abroad: Three Perspectives

Schmidt-Rinehart

Knight

2004

Foreign Language Annals

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Although the “homestay” has long been considered a key factor in the study abroad experience, it is one of the least examined components of foreign study. In an effort to explore this issue from various perspectives, this study targeted several programs in Spain and Mexico with interviews of host families, students, and housing directors. Each group's perspective on key issues such as adjustment, common problems, and the “homestay advantage” was probed via on‐site interviews and questionnaires. Results showed that the majority of the information reported by one group was normally corroborated by the other two, and all groups felt the homestay enhanced the study abroad experience.

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“…Other programs documented in the literature offer integrative activities on a smaller scale, including service learning components (Kiely & Nielson, 2003), project‐based digital video production (Goulah, 2007), opportunities to pursue individual interests in local groups, sports teams, or clubs, internships, and tasks, such as interviews, involving required interactions with local people (Archangeli, 1999; Raschio, 2001). In general, the outcomes of these pedagogical and programmatic interventions are very encouraging, as they are shown to stimulate reflection, to generate links with social networks, and to promote positive attitudes toward language learning.…”

Section: Discussionmentioning

confidence: 99%